Abstract
ABSTRACTPurpose. The purpose of this qualitative phenomenological study was to better understand the contributing factors that motivated African American males to persist through the doctoral journey while experiencing the impostor phenomenon. Specifically, the study examined how African American men who successfully completed a doctor of education (EdD) degree in organizational leadership at the University of La Verne navigated impostor-related thoughts such as self-doubt and feelings of not belonging while continuing toward degree completion.
Theoretical Framework. This study was guided by Deci and Ryan’s (1985) self-determination theory (SDT), which emphasizes the psychological needs of autonomy, competence, and relatedness. SDT served as the lens through which participants’ doctoral experiences were examined, particularly in understanding how these psychological needs influenced their ability to persist despite experiencing impostor phenomenon-related challenges.
Methodology. A qualitative phenomenological research design was used to explore the lived experiences of African American males who experienced the impostor phenomenon and successfully completed an EdD degree in organizational leadership at the University of La Verne. Five African American male EdD graduates participated in semi-structured interviews. The collected data were analyzed to identify shared meanings and recurring patterns across participant narratives.
Findings and Conclusion. The findings revealed that participants commonly described experiences of the impostor phenomenon using language such as self-doubt, inadequate, unworthy, and not belonging. Despite these challenges, participants demonstrated resilience through themes of motivation, overcoming, and personal growth. Three key themes emerged: family and external support systems, impostor phenomenon and identity navigation, and intrinsic motivation and purpose-driven perseverance. Participants emphasized the importance of support from family, mentors, peers, and community in sustaining encouragement and reducing isolation. Additionally, racial identity and experiences of underrepresentation shaped participants’ doctoral journeys and strengthened their commitment to succeed. Overall, the study highlights how psychological needs aligned with SDT supported persistence and academic well-being.
Recommendations. Based on the findings, the study highlights the importance of culturally responsive institutional practices that promote belonging, competence, and empowerment for African American men in doctoral education. The results suggest that institutions should prioritize supportive structures that address impostor-related experiences and strengthen mentorship and community engagement to enhance doctoral persistence and success.